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7th grade visual arts course outline

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Mount Clemens International Baccalaureate Middle Years Program Course Outline Seventh Grade Visual Arts I. Course Description The art program in place at Mount Clemens Junior High contributes to the students and the school curriculum by offering a distinct way of learning, seeing, feeling, hearing, thinking and creating that when combined allows a student to communicate on a visual, aural and tactile level. Students at MCJH are encouraged to identify particular creative abilities and to master
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  Mount Clemens International BaccalaureateMiddle Years Program Course OutlineSeventh Grade Visual Arts I.  Course Description The art program in place at Mount Clemens Junior High contributes to the students and the school curriculumby offering a distinct way of learning, seeing, feeling, hearing, thinking and creating that when combined allows astudent to communicate on a visual, aural and tactile level. Students at MCJH are encouraged to identify particular creative abilities and to master art techniques as a form of expression.Middle years art explores multiple units covering a wide variety of materials and techniques. These units arebased on art history, intercultural awareness, visual themes and techniques to accomplish a visual communication.Wherever possible, units will compliment the other middle school topics and questions. All students will work intheir Developmental Workbook (DW) on a daily basis, exploring the creative process, journaling this process withimages, and reflecting on what they have personally discovered. The middle school art course is a two year rotationfor students to experience visual arts without repeating the same coursework in the seventh and eighth grades.The art program will establish links between subjects, cultures, and different areas of experience. MYP artallows students to develop the ability to express themselves and their ideas about the world they live in, workingboth independently and as cooperative members of a group.The program will provides a response to painting, drawing, and three dimensional works as students explorenew mediums, techniques, styles, medium, drawing implements, and subject matter. This will be accomplished witha focus on use of the Art Elements and Principles of Design. The art course organizes learning around the designcycle, a dynamic, ongoing process of thinking, planning, creating and evaluating art. This cycle involves creativeenergy, communication, interaction and reflection. The program emphasizes the concepts and skills developmentwith the Michigan State Standards for art in context, art as inquiry, and with creating art. Best effort, srcinality,application of knowledge and progressive improvement contribute to the evaluation process. II. Visual Arts Aims & Objectives A. Aims 1. understand how the arts play a role in developing and expressing personal andcultural identities2. appreciate how the arts innovate and communicate across time and culture3. become informed and reflective practitioners of the arts4. experience the process of making art in a variety of situations5. explore, express and communicate ideas6. become more effective learners, inquirers, and thinkers7. develop self-confidence and self-awareness through art experiences8. appreciate lifelong learning in and enjoyment of the arts. B.  Objectives and State StandardsIB Objectives Correlation to State StandardsA- Knowledge and Understanding  At the end of the course students should beable to: ã Demonstrate knowledge andunderstanding of the theoreticalbasis of the art studied ã Demonstrate knowledge andunderstanding of a variety of styles,developments and ideas which haveshaped the arts across time and ã ART.I.VA.M.1, ART.I.VA.M.2,ART.I.VA.M.3 ã ART.IV.VA.M.1, ART.IV.VA.M.2,ART.IV.VA.M.3  cultures ã Communicate a criticalunderstanding of the art formstudied in the context of their ownartwork. ã ART.III.VA.M.1, ART.III.VA.M.2,ART.III.VA.M.3,ART.III.VA.M.4, B- Application  At the end of the course students should beable to: ã Develop an idea, theme or personalinterpretation to a point of realization, expressing andcommunicating their artisticintentions ã Apply skills, techniques andprocesses to create, perform and/or present art. ã ART.III.VA.M.5,ART.II.VA.M.1,ART.II.VA.M.2, ART.II.VA.M.3,ART.II.VA.M.4, ART.II.VA.M.5,ART.II.VA.M.6 ã ART.I.VA.M.1, ART.I.VA.M.2,ART.II.VA.M.1 C- Reflection and evaluation At the end of the course students should beable to: ã Reflect critically on their ownartistic development and processesat different stages of their work  ã Evaluate their work  ã Use feedback to inform their ownartistic development and processes ã ART.III.VA.M.4, ART.III.VA.M.5 ã ART.III.VA.M.4, ART.III.VA.M.5 ã ART.I.VA.M.4,   ART.V.VA.M.3 D- Personal engagement At the end of the course students should beable to: ã Show commitment in using their own artistic processes ã Demonstrate curiosity, self-motivation, initiative and awillingness to take informed risks ã Support, encourage and work withtheir peers in a positive way ã Be receptive to art practices andartworks from various culturesincluding their own. ã ART.I.VA.M.4 ã ART.V.VA.M.3, ART.IV.VA.M.1,ART.IV.VA.M.2, ART.IV.VA.M.3  III.  Major Units of StudyInstructionalBlock Taught(marking period)Subject ContentTaught andAreas of InteractionConnectionsSubject SkillsTaught andLearner ProfileAttributesAddressedMYPPrescribedAssessment(s)And TeacherAssessment(s)1 st Quarter Elements and Principles of DesignClayDrawingCharcoalColor Wheel/ Color TheoryColored PencilVarious world artists areused for examplesATL, Human Ingenuity,and Environment,Community ServiceFormal written critiques,use of the concepts of artsuch as balance andproportion, and use of artistic ideas of movement,pattern, color, and shadingwill be taught. Learner Profile: InquirersPrincipledCommunicatorsBalancedCaring MYP: developmentalworkbook and projects Teacher: quizzes,worksheets, reflections,journals, and other assignments 2 nd Quarter Soft PastelPapermakingInk Paper MacheVarious world artists areused for examplesATL, Human Ingenuity,and EnvironmentTechniques in each mediacovered will be taught andexplored. Monumentalism,Asian Art, and MexicanArt will all be covered. Learner Profile: InquirersThinkersKnowledgeableOpen-minded MYP: developmentalworkbook and projects Teacher: quizzes,worksheets, reflections,journals, and other assignments 3 rd Quarter ArchitectureOil pastelAcrylicPrintmakingVarious world artists areused for examplesATL, Human Ingenuity,and EnvironmentTechniques in each mediacovered will be taught andexplored. Technology,one-point perspective, andart history will all beaddressed. Learner Profile: ThinkersKnowledgeableOpen-mindedRisk-takers MYP: developmentalworkbook and projects Teacher: quizzes,worksheets, reflections,journals, and other assignments IV.  Texts and ResourcesA. Textbook:  ã Introducing Art, TIME for Art, Glencoe B. Resources  ã Posters ã Prints  ã Images ã Videos ã Scholastic Art Magazines ã Internet C. Books  ã Hooked on Art ã Survival Guide for Secondary Art Teachers ã Art is Elementary ã Strengthening your Secondary Art Program ã Chasing Vermeer  V.  MethodologyA. Lessons are taught in a variety of ways, including presentations, demonstrations, books, researchmaterials and independent reading. The DW book is essential to the daily creative journaling. Everyweek t least two small drawings must be made in the book. Evidence of the process, product andawareness of the areas of interaction should be included. Due dates will be written on the gray boardand in handouts that are to be pasted in the DW. B. Students will participate in engaged learning everyday.  Students will participate in lectures, critiques,individual and group coursework.  Students will have the ability to participate in community serviceprojects and contests that relate art to the world around them.  Each student will have the ability toparticipate in a variety of art shows, as well as an art club.  Students will have a cooperative learninggroup for group work.  I teach to all learning styles and differentiate instruction with every lesson. C. Teaching Strategies Used:  ã Blooms Taxonomy ã Differentiated Instruction ã Cooperative Learning ã Knowledge of Different Learning Styles VI.  Methods of AssessmentA.  Formative Assessment: ã Teacher/Student Conferencing ã Rubrics ã Daily Journals/warm-ups ã Homework/ DW assignments ã Daily Assignments ã Quizzes B.  Summative Assessment: ã Portfolio ã Projects ã End of Unit Tests C.  MYP Assessment: While by 10 th grade, students will submit a project utilizing all four criteria, students in seventh grade willcomplete four separate projects, one each marking period, to be marked using the four criterions, one for each project. Students will also keep their developmental workbook.
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